Stage 4 | Science
Information on Units of Work
This document provides an overview of the outcomes and context for each unit of work proposed in the Stage 4 Science Scope and Sequence.
Key: Physical Work (PW) Chemical World (CW) Living World (LW) Earth and Space (ES) Working Scientifically (WS) Values and Attitudes (VA)
Unit Name
/ Pseudoscience - Fact or Fiction?Year Level
/ 7Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-1VA SC4-5WS SC4-6WS SC4-7WS SC4-9WS SC4-10PW SC4-14LW SC4-16CWUnit Context
/ In everyday life, there are a lot of claims made about products and services offered. Students have seen these claims on TV or in newspapers, magazines or online. This topic explores some these claims from the science perspective and investigates, with supporting evidence if they are pseudoscience or not. Cross-curricular literacy links allow opportunities to explore claims made in familiar science fiction novels/films/magazines, and compares the science fact to the science fiction.Students are encouraged to read science fiction (Cross-curricular match-English) and evaluate the claims made. This is linked to three major areas: potions (CW), mythical creatures (LW) and flying (PW) as a basis.
Unit Name
/ Edible ScienceYear Level
/ 7Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-1VA SC4-4WS SC4-6WS SC4-14LW SC4-15LW SC4-17CWUnit Context
/ Did you know you could do Science and eat it too? Science never tasted this good!Students will use cooking to explore three major areas: kitchen chemistry and separation processes (CW), the importance of food within the body of an organism and, on a larger scale, in an ecosystem (LW). This includes how society’s food needs impact on ecosystems (food webs and food chains, agriculture and crop cultivation).
Students will undertake a range of investigation types, working in groups and individually, learning to follow instructions, assemble and use equipment safely and effectively to conduct fair tests.
Unit Name
/ Science in SportYear Level
/ 7Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-3VA SC4-7WS SC4-11PW SC4-14LW SC4-15LW SC4-17CWUnit Context
/ During this unit of work, students will look closely at the area of Sports Science. Athletes and sports personalities are often seen on the field, on the court, in the pool and in the media in general, but little is often known about the science that enabled them to reach the peak of their careers.Students will investigate the many different factors that aid in making an athlete successful; starting with the introduction to basic cell biology and the hierarchy of cells to body systems. Using specific sporting events as a guide, students collect, process and analyse information from first hand investigations and secondary sources.
Technological developments to help in the efficiency of athletes are studied, and ethics of these technologies are discussed.
Unit Name
/ Lost in SpaceYear Level
/ 7Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-2VA SC4-4WS SC4-10PW SC4-12ES SC4-14LWUnit Context
/ Our planet Earth is part of the solar system, and just a speck in the whole universe. The universe is so immense that distances in space are measured in light years. As we gaze into the universe we look further back in time so we can never see the universe as it is, only as it was.Space exploration has made it possible to discover much about the other planets and their moons. In this unit we look at our own planet, Earth and what causes night and day, the seasons and the tides. Also the historical development of models of the solar system.
Living on another planet may be a real possibility in the future. What would we need to develop an artificial ecosystem on another planet? Students identify questions and problems that need to be overcome to enable humans to live away from Earth.
Unit Name
/ Forensics, investigations and evidenceYear Level
/ 8Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-3VA SC4-8WS SC4-16CW SC4-17CW + Student Research ProjectUnit Context
/ Year 8 students can be their own crime scene investigators, selecting appropriate strategies to make predictions and suggest creative and possible solutions to solving problems at an artificial crime scene. Using scientific knowledge based on properties of matter and classification, students will evaluate claims based on scientific evidence using techniques such as fingerprinting, chromatography, other separation techniques and flame tests. This will culminate in The Student Research Project.Unit Name
/ Plagues and PestilenceYear Level
/ 8Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-2VA SC4-9WS SC4-13ES SC4-14LW SC4-15LW SC4-17CWUnit Context
/ Students investigate how changes in technology and advances in scientific understanding, have helped in managing human health issues. Using historical events as the backbone of this topic (Pharaoh's Curse, Bubonic Plague, Spanish Flu, Kuru disease, Cheese making and use of alcohol), both benefits and harmful effects of microorganisms are explored. Comparisons are made to relevant modern-day examples, such as SARS, BSE (Mad Cows Disease), Anthrax, Foot and Mouth Disease, HIV, STDs and the Ebola virus, with reference global links and environmental cycles.The impact of introduced disease to Australia is explored, with specific reference to
Aboriginal and Torres Strait Islanders peoples.
Local and relevant understanding of
Bush Medicines are investigated, with particular reference to specific geographical locations.
Pupils debate the relevance of continued funding for specific scientific research into human health and prevention of disease, using secondary resources as a basis to support their specific case.
Unit Name
/ On and Beneath the SurfaceYear Level
/ 8Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-2VA SC4-9WS SC4-10PW SC4-12ES SC4-13ESUnit Context
/ Mining is a significant contributor to Australia’s economy. Scientists from all fields work together in the mining industry to identify viable sites, effective mining techniques and environmental impacts. Students will investigate the nature, chemical composition and structure of the Earth to identify the range of renewable and non-renewable resources.Students will also investigate how different landforms are created and the importance of the rock cycle. Students will gain an appreciation about how interactions between Australia and Asia influence the region and have significance for the rest of the world.
Unit Name
/ Rise of the RobotsYear Level
/ 8Duration
/ 10 weeks (4 x 50 minute lessons per week)Outcomes
/ SC4-3VA SC4-5WS SC4-10PW SC4-11PW SC4-12ES SC4-13ESUnit Context
/ Students delve into the world of electronics and machines through the lens of robotics. Devices from the world leading Australian Centre for Field Robotics and beyond are explored such as robotic boats to measure water quality, drones to measure air quality, vehicles for soil quality, and submarines for search and rescue. Cow herding, nursery managing, seed sowing, crop reaping and apple picking robots are explored. (continued…)Students are made aware of the impact of electricity generation and electronics on many different systems (power, telecommunications, water reticulation, sewerage, transport management systems, information systems); and of electronics at work and in the home (computers, iPhones, telephones, microwaves, washing machines, dryers, dishwashers etc.). The significance of Science as the profession where we figure out how things work, Engineering as the profession in which we makes things work, and Technology as the process of making things work even better is explored.
Students discuss how technology has increased the variety of made resources, and trace the history of the development of devices and technologies.
Students develop confidence in making reasoned, evidence-based and ethical decisions. Students work individually and collaboratively to outline logical procedures for investigations, and plan first-hand scientific investigations focussed on electrostatic and magnetic forces; researching materials data and conducting experiments, surveys and research into how these forces can be used in power, communications and other electronic systems.
This document was created by Glenda Chidrawi - Brigidine College, St Ives, Craig Mills - Cranbook School and Beth Goddard - Knox Grammar School.
© Copyright of the unit of work is owned by AISNSW. NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW
for and on behalf of the State of New South Wales is protected by Crown copyright. | 2